world language-stem module coversheet body...
TRANSCRIPT
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
1
Target Language: Spanish Grade Level: 4 and 5
Proficiency Level: Junior Novice Low – Junior Novice Mid
Enduring Understanding: The human body is a complex organism made up of many systems that work together and are strong because of exercise and healthy eating, sleep and personal time.
Essential Question: How does what we do affect the health of our bodies internally and externally?
Our school received a poster announcing ¡FÁCIL! to build awareness of a healthy lifestyle. ¡FÁCIL! is a program that tells young people that healthy living is easy if you pay attention to your daily routine: «¡Es FÁCIL!» The program emphasizes four components of healthy living: Sleep, Nutrition, Activity, and Personal Time. All of these components are important for building a healthy body inside and out. Our class decided to make ¡FÁCIL! a class project and invite other classes to participate. NOTE TO TEACHERS: Using ¡FÁCIL! as the slogan for the healthy living program is not a requirement. The slogan ¡Es FÁCIL! allows teachers and students to learn an idiom and attach the idiom to an action: snapping fingers to show that something is easy. Module Lessons
Lesson 1: Bienvenidos a… ¡Es FÁCIL! Lesson 2: Un cuerpo sano necesita alimentos saludables Lesson 3: Un cuerpo sano es fuerte por dentro y por fuera Lesson 4: Todos los sistemas trabajan juntos en un cuerpo sano Lesson 5: Integrated Performance Assessment
Standards Targeted
5 Cs – World Language Standards 5E – STEM Standards
Communication
Interpersonal Communication: Learners interact and negotiate leaning in spoken, signed, or written conversations to share information, reactions, feelings and opinions.
Interpretive Communication: Learners understand, interpret, and analyze
NGSS 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behaviors, and reproduction. STEM
Apply integrated science, technology, engineering, and mathematical content to answer complex questions, to answer
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
2
what is heard, read, or viewed on a variety of topics.
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures
Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the culture studied.
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the culture studied.
Connections
Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture
global issues, and to develop solutions for challenges and real world problems (2B).
Communicate effectively and precisely with others (3F).
Ask questions to identify and define global issues, challenges and real world problems (4A).
Engage in critical thinking (5A).
Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas (5C).
Listen and be receptive to ideas of others (6C).
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
3
through comparisons of the cultures studied and their own.
Communities
School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
Knowledge: Students will know… Skills: Students can…
Content obligatory language:
dormir
la nutrición
la actividad
el tiempo personal
el pulso
tener buena salud/una vida sana
ser fuerte
hacer exercicio
comer comidas/alimentos saludables
respirar
los deportes
el fútbol
el fútbol americano
el voleibol (volibol)
el tenis
el básquetbol (el baloncesto)
el béisbol
el balón/la pelota (specific to each sport)
la natación (nadar)
el traje de baño
el atletismo/correr
los zapatillos deportivos
el ciclismo/montar en bicicleta
el casco
los sistemas del cuerpo
I can:
state that sleep, nutrition, activity, and personal time are needed to make a body healthy inside and out
keep a log showing what I do to live healthy
name sports I like to do and/or watch
make a graph showing sports my classmates like to do/watch
identify parts of the body
name body systems and their main body parts
list the five food groups on a healthy plate
evaluate if a meal is healthy or not
identify the parts of a neuron
state that the brain controls all the other systems and parts of the body
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
4
los muslos/muscular
el corazón/circulatorio
los pulmones/respiratorio
los huesos/esquéletico
el estómago/digstivo
el cerebro/nervioso
las partes del cuerpo
las piernas
las rodillas
los pies
el muslo
los dedos del pie
el brazo
las manos
la cintura
la neurona
el cuerpo de la célula
el núcleo
el áxon
el dendrite
la mielina
la sinapsis
los grupos de alimentos
el plato saludable
los alimentos saludables
la proteína
los granos
las frutas
las legumbres
los lácteos
el aguacate
las lentejas
el salmón
las uvas
la espinaca
los aránados
el arroz integral
el sésamo
el pan de grano entero
los huevos
el camote/la batata
Content compatible language:
mirar (ver) un deporte
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
5
jugar un deporte
comer
dormir
leer
escuchar música
relajar
levantarse / pararse
marchar en parada
correr en parada
tocar los pies
hacer círculos con los brazos
doblar de la cintura a izquierda, la la derecho, hacia adelante, hacia detrás
estirar los brazos
sentarse Expressions and patterns:
¡Es FÁCIL!
difícil
¡Preparados /Listos / Ya!
¡Vaya! ¡Despacio! ¡Ya!
Necesito / Necesitamos…
más
Integrated Performance Assessments
Interpretive Task
Students will view an image of a meal, identify the food groups represented in the meal, and determine if it is a healthy meal according to the criteria of the “healthy plate.” They will also draw some foods that they could add to this meal to make it brain healthy.
Presentational Task
Students will make posters for other students about the ¡FÁCIL!! Health Program.
Interpersonal Task
Students interview each other to determine what sports they like to play and watch. Students work in pairs. They will ask and respond to questions about the information in their ¡FÁCIL! Logs.
Materials/Resources
o PPT 1 – 38
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
6
o for each group of four students: o grocery bags o a variety of food items from each of the five food groups and unhealthy foods (real,
plastic, visuals, or combination) o supermarket ads and/or magazines
o four of each of the following: o soccer ball o tennis ball o basketball o football o baseball o volleyball
o swimsuit o running shoe o bike helmet o nine pieces of construction paper o small stickers o flipchart graph paper o paper plate and cup (one per student) o crayons, colored pencils o online video: My Plate for Kids o scissors o paper placemat for each student o online video about healthy eating for children, such as My Plate for Kids o 6 pipe cleaners of different colors for each student o index cards each with a vocabulary word of a body system or a part of the body o Resource 1a: ¡FÁCIL! Log (4 pages) o Worksheet 1a: ¡Es FÁCIL tener buena salud! o Worksheet 1b: ¿Cuáles deportes jugamos y miramos? o Worksheet 1c: Assessment: ¿Cuáles deportes jugamos y miramos? o Resource 2a: Food groups labels (one set per student) o Resource 2b: ¡FÁCIL! labels o Worksheet 2a: ¡Vaya! ¡Despacio! ¡Ya! o Worksheet 2b: ¿Cómo es tu comida..Vaya, despacio, o ya? o Worksheet 2c: Assessment: Una comida saludable o Worksheet 3a: Mi latido o Worksheet 3b: Fundamentos del cuerpo o Worksheet 3c: Fundamentos del cuerpo: trabajando juntos o Worksheet 3d: Assessment: Fundamentos del cuerpo o Worksheet 4a: Las neurones o Worksheet 5a: Assessment: Un plato saludable o Worksheet 5b: Presentational Task Rubric: ¡Una vida sana es fácil! o Worksheet 5c: Interpersonal Assessment: My ¡FÁCIL! Log
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
7
STEM Background Resources The Human Body:
o Make it Work-Body, by Liz Wyse. Scholastic Inc., ISBN 0-590-14230-5 o My Body, by Andrea Pinnington and Penny Lamprell, Scholastic Inc. ISBN 978-0-545-34514-9 o Uncover the Human Body, by Luann Colombo, Silver Dolphin Books, ISBN 1-57145-789-5, o http://www.webmd.com/fitness-exercise/features/train-your-brain-with-exercise o Tai chi helps brain grow, says study involving USF
http://www.tampabay.com/news/health/research/tai-chi-helps-brain-grow-says-study-
involving-usf/1236395
o Brain Exercise:s http://www.livestrong.com/brain-exercises/
o All About the Brain: faculty.washington.edu/chudler/
Healthy Eating:
o Choose My Plate: http://www.choosemyplate.gov
o Healthy Foods for Healthy Kids: www.healthyfoodsforhealthykids.org
Kid’s Guide to Eating Right: www.KidsHealth.org
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
8
Lesson 1 – Welcome to It’s a Snap!
Bienvenidos a ¡Es FÁCIL!
Lesson 1 of 5 Bienvenidos a ¡Es FÁCIL!
Objectives I Can:
Oral language • ask and respond to questions about sports I play and watch. • say how many people in the class watch/do certain sports.
Literacy: • recognize that the same word can mean two different things. (ex:
volleyball – sport and ball) • read a graph showing sports that people in the class watch and
play.
STEM and Other Subject Areas: • state that we need to eat healthy, exercise, sleep, and have
personal time to be healthy.
Vocabulary and Expressions
Content obligatory language:
dormir
la nutrición
la actividad
el tiempo personal
el pulso
tener buena salud / una vida sana
ser fuerte
hacer exercicio
los muslos
los huesos
comer comidas saludables
las frutas
las legumbes
respirar
los deportes
el fútbol
el fútbol americano
el voleibol (volibol)
el tenis
el básquetbol (el baloncesto)
el béisbol
el balón/la pelota (specific to each sport)
la natación (nadar)
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
9
el traje de baño
el atletismo/correr
los zapatillos deportivos
el ciclismo/montar en bicicleta
el casco Content compatible language:
mirar (ver) un deporte
jugar un deporte
comer
dormir
leer
escuchar música
¡Es FÁCIL!
difícil
Yo necesito…/ Nosotros necesitamos…
más
Materials/Resources PPT 1-7 o four of each of the following:
o soccer ball o tennis ball o basketball o football o baseball o volleyball o swimsuit o running shoe o bike helmet
o nine pieces of construction paper o small stickers o paper o rulers o markers o Resource 1a: ¡FÁCIL! log(4 pages) o Worksheet 1a: ¡Es FÁCIL tener buena salud! o Worksheet 1b: ¿Cuáles deportes jugamos y miramos? o Worksheet 1c: Assessment: ¿Cuáles deportes jugamos y
miramos?
Lesson Storyline and Core Text
Our school received a poster announcing ¡Es FÁCIL! to build awareness of a healthy lifestyle. ¡Es FÁCIL! is a health program that tells young people that healthy living is easy if you pay attention to your daily routine: “¡Es FÁCIL!” The program emphasizes four components of healthy living: sleep, nutrition, activity, and personal time. All of these components are important for building a healthy body inside and out. Our class decided to make ¡Es FÁCIL! a class project and invite other classes to participate.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
10
Key Elements Lesson 1 Procedures
Engagement ● Object, event or question used to engage students. ● Connections facilitated between what students know and can do
Bienvenidos a ¡Es FÁCIL! PPT2 Snap your fingers. Ask students to repeat the gesture and you chorally repeat, ¡Es fácil! T: ¿Qué es fácil?
Prompt by writing a simple math problem on the board.
Direct students to stand and perform the following actions with you as you ask these questions.
Demonstrate the following gestures and chorally repeat. Direct students to perform the actions and ask ¿Es fácil? o running in place o touching your toes o reaching above your head
T: ¿Qué otra actividad es fácil? Encourage exercise movements by doing actions like jumping, knee bends, etc. Provide the vocabulary for the actions. T: Tenemos una invitación a un programa de la salud. Se llama ¡Es FÁCIL! PPT 3 NOTE: Use this slide to introduce the vocabulary dormir, escuchar música, leer, tiempo personal, jugar deportes, hacer ejercicio, legumbres, frutas, comida saludable.(PPT 4 is a duplicate slide with the vocabulary.) T: ¡Tener buena salud es fácil! (Instruct students to snap their fingers as they chorally repeat.)
Point to each image and ask students what the image represents.
Identify the picture to introduce the expressions if they are new to the students.
o For each image, ask students, ¿Necesitas___para tener buena salud?
o Necesitamos comer alimentos saludables como frutas y legumbres.
o Necesitamos leer, escuchar música, y tener tiempo personal.
o Necesitamos hacer ejercicio y jugar deportes. Distribute Worksheet 1a.
Review the directions. Students will label the vocabulary and complete a communicative activity as directed.
Assist as needed.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
11
PPT4 Invite students to read the responses on the slide. T: ¿Cuál es la actividad más popular de tus compañeros? Allow several responses. T: ¿Es difícil o fácil hacer estas actividades para tener buena salud? Students respond.
Exploration
● Objects and phenomena are explored. ● Hands-on
activities, with guidance.
Los deportes son importantes para una vida sana. PPT 5 T: Cuando hago ejercicio y jugar deportes, el cuerpo son fuerte y sano. ¿Te gusta jugar los deportes? ¿Cuáles? PPT 6 Point to the various images and ask the following questions:
¿Te gusta_____?
¿Te gusta _____o _____?
¿Quién nada/corre/monta en bicicleta?
¿A quién le gusta jugar béisbol, fútbol, etc.? T: Jugamos deportes para ser fuertes.(Use gestures to demonstrate.) Hold up a soccer ball. T: ¿Para qué deporte necesitamos este balón? Students respond. Repeat with a basketball, football, baseball, volleyball, and tennis ball.
Ask questions such as: o ¿Te gusta jugar_____? o ¿Para qué deporte necesitamos un/una_____? o ¿Quién es un(a) jugador(a) famoso(a) de _____?
Write the questions and their answers on the board.
Direct students to turn to an elbow partner and converse about the sports.
T: ¡Vamos a jugar!
Divide students into four teams at one end of the classroom.
At the other end, place four sets of the balls/items for each sport in separate boxes or baskets.
Instruct the first person on each team to run to the front of the room and pick up one of the balls/items. Then, he/she will run back to his/her team and say: Jugamos al _____ con una _____.
The first student in line passes the item to the next person in line on their team, saying: Jugamos al _____ con una _____.
This continues from student to student each time the ball is passed.
The last student on the team sets down the item and runs up to the front of the room, picks up another item, and brings it back to the team.
Each team member will repeat the sentence.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
12
The team that passes all the items wins the relay.
NOTE: You may wish to provide simple medals on strings to give to the winning team.
Explanation
● Students explain their understanding of concepts and processes. ● New concepts and skills are introduced as conceptual clarity and cohesion are sought.
¿Cuáles deportes nos gustan jugar y mirar? Review the sports using the props and/or gestures. Direct students to perform the gestures as you chorally repeat, Me gusta _____. PPT 7 T: Hay varios deportes que no me gustan jugar, pero sí me gustan mirar en la televisión o en un estadio, como el fútbol. Repeat, substituting other sports. Distribute Worksheet 1b.
Review the instructions and the model.
Assist as needed.
PPT 8
Review answers and ask students if they like to play or watch each sport.
As you ask several students to reveal what they discovered about the sports preferences of their partners, distribute nine stickers to each student.
Place nine posters (using the following example) around the room
Instruct students to place one sticker in either box on each poster according to their preference.
Example:
FÚTBOL
Me gusta mirar. Me gusta jugar.
When completed, divide the posters among groups of two or three (depending on the number of students.)
Instruct the groups to count the number of stickers in each column.
While students are counting, draw a chart of three columns on the board. List the sports in the left column, and label the second and third columns los deportes que miramos and los deportes que jugamos, respectively.
Ask each group for their totals. T: Vamos a mostrar los datos en un gráfico.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
13
Distribute paper, rulers, and markers/colored pencils to each group.
Instruct the groups to create a chart/graph of their choice to display the information. (bar graph, pie chart, etc.) See below for an example. They may create two separate graphs/charts or combine the data from both columns.
Instruct students to draw conclusions from their graph or chart and the sports that most students watch and play, as well as the sports that are the least played or watched.
Assist as needed.
When finished, each group will present their chart or graph.
Elaboration
Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.
Comparar los datos Display one or more of the student-created graphs or charts. T: ¿Cómo podemos comparar los dos gráficos? Students respond. Re-distribute the charts/graphs so that each group receives a different one. T: ¿Cuál deporte para mirar es el más popular? ¿Cuál deporte para mirar es el menos popular? Repeat this procedure for the sports that we play. NOTE: Students will keep a journal (diario de ¡Es FÁCIL!) of their healthy habits and foods during the course of this model. For this activity, assemble one ¡Es FÁCIL! Log for each student with the first three pages only. (Resource 1a) Distribute one log to each student.
Instruct students to write their name on the cover.
On page two, instruct students to draw and label the four things they learned that are needed to be healthy.
On page three, instruct students to write the sports that they like to play.
Instruct students to record information for the next week about their exercise and sports activities with the date, the type, and the number of minutes.
0 1 2 3 4 5
Deportes que nos gusta mirar
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
14
Complete your own example for the class. Instruct students to fill in the information in the Modelo.
Inform students that they will be entering their activities in their diarios for several days, and to bring them back to class each day to share with their classmates.
¡fácil! Distribute Worksheet 1c.
Display one of the graphs or charts make in the previous segment. Students will use this graph to answer the questions on the assessment.
Instruct students to complete the worksheet independently.
Collect the worksheets when complete. Instruct students to share their activities that they recorded in the ¡ES FÁCIL! diario with their partner/tablemates.
Teacher Reflection - Lesson 1
What worked well?
What did not work well?
What would I do differently?
Other comments or notes
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
15
Lesson 2 – A Healthy Body Needs Healthy Food Un cuerpo sano necesita comida saludable
Lesson 2 of 5 Un cuerpo sano necesita comida saludable
Objectives I Can: Oral language:
• name the five food groups for a Healthy Plate. • say if foods are healthy or unhealthy.
Literacy:
categorize foods according to the five food groups.
STEM and Other Subject Areas: • evaluate meals in terms of how healthy they are.
Vocabulary and Expressions
Content obligatory language:
saludable
un plato saludable
los cinco grupos de alimentos
los lácteos
los granos
la proteína
las frutas
los legumbres
¡Vaya!
¡Despacio!
¡Ya!
Content compatible language:
el bajoplato
Esto es...
Materials/Resources o PPT 9 - 16 o grocery bags (one for every group of four students) o a variety of food items from each of the five food groups (as well as
some unhealthy foods) in each grocery bag (may be real, plastic, pictures or a combination
o online video: My Plate for Kids o paper plate and cup for each student o crayons or colored pencils o five pieces of paper for each group o supermarket ads/magazines
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
16
o scissors o paper placemat o glue sticks
o Resource 2a: Food groups labels (one set per student) o Resource 2b: ¡FÁCIL! labels o Worksheet 2a: ¡Vaya! ¡Despacio! ¡Ya! o Worksheet 2b: ¿Cómo es tu comida..Vaya, despacio, o ya? o Worksheet 2c: Assessment: Una comida saludable
Lesson Storyline and Core Text
Along with exercise, we need to eat healthy food in order for our bodies to be healthy inside and out. The class explores the Choose My Plate* recommendations for a healthy meal. *Choose My Plate is a program sponsored by the U.S. Department of Agriculture.
Key Elements Lesson 2 Procedures
Engagement
Object, event or question used to engage students.
Connections facilitated between what students know and can do
Platos saludables NOTE: Prepare the grocery bags as directed in the Materials section for each group of 4-6 students. This lesson assumes that students are familiar with the vocabulary for food items. If this is not the case, you can limit new vocabulary by focusing on the names of the five food groups. Allow a few minutes for students to share their ¡Es FÁCIL! logs with partners. Display the grocery bags in front of the class. Hold up one bag. T: Debemos hacer ejercicio para ser fuerte. Pero también necesitamos comer alimentos saludables.
Walk around the room and ask individual students to remove one item from the bag.
Ask students if they can name the food and/or chorally repeat.
For each item, ask if it is healthy or unhealthy. Use the comparisons of bueno and malo to convey meaning.
Continue until all items have been identified. Distribute the bags to each group of four students. T: Saquen los alimentos y pónganlos en dos grupos – saludable y poco (o no) saludable. Allow approximately five minutes, assisting as needed.
T: ¿Cuál grupo es más grande?
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
17
Students respond. Distribute a paper plate to each group.
T: Este video nos muestra un plato saludable.
Instruct students to hold up each food on the desk when it appears in the video.
Show the video My Plate for Kids. (4.28 minutes)
Assist students, pausing the video as needed.
Exploration
● Objects and phenomena are explored. ● Hands-on activities, with guidance.
Los grupos de alimentos NOTE: Pre-cut one set of the food groups from Resource 2a. Distribute a paper plate and ruler to each student. T: ¿Cuántas secciones hay en el plato? Students respond. PPT 9 Instruct students to draw the lines, using the image on the slide as a guide. Distribute a cup and label to each student as they are drawing. Distribute one pre-cut set of the food groups from Resource 2a to each student. T: Hay cinco grupos de alimentos que necesitamos comer cada día para tener buena salud. Cuatro de los grupos están en el plato, el el quinto está en el vaso. PPT 10 T: El primer grupo es los legumbres.
Instruct students to find the legumbres label.
Instruct students to hold up the vegetables from their bags, and then place them next to the label.
Optional: Identify individual vegetables if desired. PPT 11
Instruct students to find the frutas label.
Instruct students to hold up the fruits from their bags, and then place them next to the label.
Optional: Identify individual fruits if desired. PPT 12
T: Necesitamos la proteína cada día para tener buena salud.
Identify meats and seafood to ensure that students understand what is contained in this food group.
Instruct students to hold up the proteins from their bags, and then
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
18
place them next to the label.
Optional: Identify individual protein products if desired. PPT 13 T: El cuarto grupo es los granos.
Instruct students to find the granos label.
Instruct students to hold up the grains from their bags, and then place them next to the label.
Optional: Identify individual grain products if desired.
PPT 14 T: También, necesitamos los lácteos.
Instruct students to find the lácteos label.
Instruct students to write lácteos on the label and attach it to the cup.
Instruct students to hold up the dairy products from their bags, and then place them next to the label.
Optional: Identify individual dairy products if desired. PPT 15
Distribute glue sticks.
Instruct students to attach the four sections of their plate, using the slide as a guide.
T: ¿Tienen otros alimentos en sus bolsos? ¿Son saludables? Students respond. T: ¡Exacto! No son muy saludables y no podemos comer muchos de estos alimentos. Collect the plates and cups for use in the next segment.
Explanation
● Students explain their understanding of concepts and processes. ● New concepts and skills are introduced as conceptual clarity and cohesion are sought.
Ir de compras en un supermercado para alimentos saludables
PPT 16
T: ¿Les gusta ir al supermercado? Vamos a ir de compras para sus comidas favoritas. Distribute the supermarket ads, scissors, glue sticks, and placemats. T: Corten los alimentos para sus comida favorita. Péguenlos en el bajoplato. When the placemats are complete, divide students into groups of four.
Place four ¡FÁCIL! shapes (from Resource 2b) at each table.
Instruct students to exchange their placemats to check for the five food groups.
Next, instruct students to check for the five food groups. If they see all five groups, they should glue a ¡FÁCIL! label on the placemat.
Allow approximately five minutes and assist as needed.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
19
PPT 17 T: Vamos a mirar a los alimentos otra vez. Algunos son mejores que otros.
Algunos alimentos son muy saludables. Estos son alimentos VERDES. Decimos ¡VAYA!
Otros alimentos son menos saludables. Estos son alimentos AMARILLOS. Decimos ¡DESPACIO!
Finalmente, hay alimentos que no son saludables. Estos son alimentos ROJOS. Decimos ¡YA!
PPT 18 T: Decimos ¡VAYA! a las frutas y los legumbres. Pero, si beben jugo de fruta, decimos ¡DESPACIO! porque no son tantos saludables. Y a las papas fritas decimos ¡YA! porque tienen mucha grasa y no son saludables. PPT 19 T: ¿Cuáles alimentos son ¡VAYA!, ¡DESPACIO!, y ¡YA! en los otros grupos? Discuss the foods on the slide.
Distribute Worksheet 2a. Instruct students to take turns with a partner pointing to the foods that they like while saying, Me gusta_____ and to notice how many foods they like in each of the three categories. T: ¿Les gustan muchos alimentos VERDES? Es muy importante comer estos alimentos cada día.
Elaboration
Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.
¿Vaya, despacio, o ya?
T: Let’s rate the foods on our placemats.
Distribute Worksheet 2b. Review the instructions, using a model.
Instruct students to select a different placemat to rate.
Assist as needed. T: ¿Cuántos bajoplatos son… Vaya? ¿Despacio? ¿Ya? Students respond.
Instruct students to turn to page 3 of their ¡FÁCIL! logs.
Explain that they will keep track of what they eat each day and to categorize their selections.
Review the model.
Emphasize that they should bring their logs back to class each day so that they can share with their classmates.
Evaluation
Students assess their knowledge, skills and abilities.
Assessment: Los cinco grupos de alimentos
Distribute Worksheet 2c.
Direct students to complete the assessment independently.
After the assessments have been collected, direct students to share
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
20
Activities permit evaluation of student development and lesson effectiveness.
and discuss the food choices in their ¡Es FÁCIL! logs with partners.
Teacher Reflection - Lesson 2
What worked well?
What did not work well?
What would I do differently?
Other comments or notes
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
21
Lesson 3- A Healthy Body is a Strong Body Inside and Out Un cuerpo sano es fuerte por dentro y por fuera
Lesson 3 of 5 Un cuerpo sano es fuerte por dentro y por fuera
Objectives I Can:
Oral language: • give and follow directions to exercising. • name body systems and parts of the body.
Literacy: • label body systems and organs.
STEM and Other Subject Areas: • name six body systems and their main body part. • take my pulse.
Vocabulary and Expressions
Content obligatory language:
el pulso
las partes del cuerpo
los ojos
las piernas
las rodillas
los pies
los muslos
los brazos
los dedos
la cintura
los sistemas del cuerpo
el órgano
los muslos/muscular
el corazón/circulatorio
los pulmones/respiratorio
los huesos/esquéletico
el estómago/digstivo
el cerebro/nervioso Content compatible language:
marchar en parada
correr en parada
tocar los pies
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
22
hacer círculos con los brazos
doblar de la cintura a izquierda, la la derecho, hacia adelante, hacia detrás
estirar los brazos
sentarse
Materials/Resources o PPT 19-28 o online exercise video for children such as: Kids’ Workout with Paul
Eugene o Worksheet 3a: Mi latido o Worksheet 3b: Fundamentos del cuerpo o Worksheet 3c: Fundamentos del cuerpo: trabajando juntos o Worksheet 3d: Assessment: Fundamentos del cuerpo
Lesson Storyline and Core Text
After talking about ¡Es FÁCIL! students perform some exercises as a reminder that exercise is important every day. Students learn six important parts inside the body and how the systems that are connected to those body parts work together. Also, students measure their heart rate by taking their pulses before and after exercise.
Key Elements Lesson 3 Procedures
Engagement ● Object, event or question used to engage students. ● Connections facilitated between what students know and can do
¡Vamos a ponernos en marcha! T: Hacer ejercicio es muy importante para tener buena salud. Option 1: Lead the class in this series of exercises:
Stand up.
March in place. (Count to 20.)
Touch your toes. (Count to 10.)
Arms out – make small circles forward. (Count to 10.)
Arms out – make small circles backward .(Count to 10.)
Hands on your waist – bend forward, to the right, back, to the left. (Count to 10.)
March in place. (Count to 20.)
Sit down. Option 2: Select a brief online exercise video for children, such as Kids’ Workout with Paul Eugene. T: ¿Qué partes de cuerpo usamos cuando hacemos ejercicio? Lead class in the song Heads, Shoulder, Knees, and Toes, using gestures. Lead class with gestures and choral repetition. Ask additional questions such as:
● ¿Cuántos/as _____tienes? ● ¿Dónde está el/la_____?
Exploration
● Objects and ¿Qué usamos para hacer ejercicio?
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
23
phenomena are explored. ● Hands-on activities, with guidance.
Review the body parts from previous segment with gestures and a game of Simón dice. PPT 20 T: Un cuerpo sano necesita alimentos y ejercicio para ser sano por dentro y por fuera. PPT 21 T: El cuerpo consiste de varios sistemas y órganos. PPT 22
● Locate your pulse by pressing two fingers to the inside of the wrist or neck as you say: Puedo contar cuantas veces my corazón late. Se llamo el pulso.
● Chorally repeat el corazón and el pulso, referring to the slide for support.
● Use a timer or second hand on the clock to take your pulse for 15 seconds.
● Cuento___latidos en 15 segundos. ● Ask the class how to calculate the beats per minute. (the number X
4.) ● Entonces, mi pulso es _____por minuto. ● ¿Qué piensan…después de hacer ejercicio, estará el pulso más alto o
más bajo? ¡Vamos a ver! ● Distribute one heart rate log from Worksheet 3a. (There are three
per page.) ● Assist students in taking and calculating their pulse. ● Instruct students to record the number in the first column. ● ¿Vamos a hacer ejercicio! Lead the class in this series of exercises:
o Stand up. o March in place. (Count to 20.) o Touch your toes. (Count to 10.) o Run in place. (Count to 20.) o Stretch your arms over your head and then straight out in
front of you, over your head, out in front. (Repeat 10 times.) o Put your hands on your waist. Bend forward, to the right,
back, to the left. (Repeat 10 times.) o Run in place for one minute. o Sit down.
● Tomen el pulso otra vez. (Wait 15 seconds.) ● Assist students in taking and calculating their pulse. ● Instruct students to record the number in the second column. ● Discuss findings with students. ● Se llama el ritmo del corazón. Es más rápido porque el cuerpo
necesita más energía cuando hacemos ejercicio.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
24
Explanation
● Students explain their understanding of concepts and processes. ● New concepts and skills are introduced as conceptual clarity and cohesion are sought.
Fundamentos del cuerpo Distribute Worksheet 3b. T: ¿Qué medimos cuando tomamos el pulso? (Refer to PPT 22 if needed.) Students respond. T: ¡Correcto…el ritmo del corazón! PPT 23 T: El corazón es un órgano muy importante en el cuerpo. Es parte del sistema circulatorio. Assist student in labeling the body part and the system as you introduce and practice the vocabulary on the next slides. Use a gesture for each system, such as:
circulatory – Tap your heart several times.
muscular – Make a fist, bend your arm, and flex.
skeletal – Touch the bones in your hand or wrist.
digestive – Touch your abdomen/stomach.
respiratory – Inhale and exhale slowly.
nervous – Touch your finger to your head. PPT 24 T: Cuando hacemos ejercicio, usamos los muslos.
● Ask students to demonstrate flexing their muscles. ● Chorally repeat: Los muslos son partes del sistema muscular. ● Direct students to locate this system on the worksheet and to label
el muslo and el sistema muscular.
PPT 25 T: Los ojos son los muslos más ocupados en el cuerpo. Assist students as you model the following experiment.
● Hold your hands in front of your face with your pointer fingers extended.
● Now hold the tips of your pointer fingers out so they are almost touching but not quite.
● Try to keep your fingers perfectly still---don’t move them at all. ● Now stare at your fingers and try not to blink. ● What happens? Does it look like your fingers are bouncing around?
PPT 26 T: Los huesos forman el sistema esquéletico.
● Point to the x-ray and chorally repeat: Aquí están los huesos en las manos.
● Point to the skeleton and chorally repeat: Aquí están los huesos en el cuerpo.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
25
T: Los huesos son necesarios para sentarse y levantarse. También los huesos protegen los órganos en el cuerpo. Point to the rib cage on the slide.
● Instruct students and demonstrate feeling various bones such as the ribs, elbow, hand, etc.
● Direct students to locate this system on the worksheet and to label los huesos and el sistema esquéletico.
PPT 27 T: El sistema digestiva procesa los alimentos que comemos. Un órgano importante en este sistema es el estómago.
● Demonstrate as you ask: ¿Pueden tocar el estómago? ● Direct students to locate this system on the worksheet and to label
el estómago and el sistema digestiva. PPT 28 T: (Inhale and exhale slowly.) Esto es el sistema respiratorio y aquí están los pulmones.
● Direct students to locate this system on the worksheet and to label los pulmones and el sistema respiratorio.
PPT 29 T: Aquí está el cerebro. Controla el sistema nervioso. Direct students to locate this system on the worksheet and to label el cerebro and el sistema nervioso. T: Vamos a repasar los sistemas del cuerpo.
For each of the following steps, change the order of the systems. o Instruct students to perform the gestures associated with each
system as you chorally repeat. o Perform the gestures without repeating the names of the system. o Students perform the action and chorally repeat each system. o Name each system with no gesture. Students perform the
gestures.
Elaboration
Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.
Cómo los sistemas trabajan juntos NOTE: Select an online video about the systems in the body, such as Human Body 101 (by National Geographic, approximately 3 minutes.) Perform a gesture for these statements as you chorally repeat:
Vemos los muslos.
Nos sentimos los huesos.
Ponemos alimento en el estómago.
No sentimos el ritmo del corazón.
Trabajamos los pulmones.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
26
T: El cuerpo es como una máquina porque las partes trabajan juntos. ¿Cómo?
Distribute Worksheet 3c.
Before viewing, review the instructions. Students will number the systems in the order presented in the video.
During viewing, pause the video when needed to ensure comprehension.
After viewing: o Discuss responses on the worksheet. o Discuss several examples of how the systems work together. For example:
El corazón envia sangre a los muslos y otros órganos.
Los huesos protegen los muslos.
Los pulmones envian oxígeno al corazón.
Evaluation
Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.
Distribute Worksheet 3d.
Review the instructions.
Instruct student to complete the worksheet independently.
After the assessments have been collected, direct students to share and discuss the food choices in their ¡Es FÁCIL! logs with partners.
Teacher Reflection - Lesson 3
What worked well?
What did not work well?
What would I do differently?
Other comments or notes
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
27
Lesson 4 - All Systems Work Together in a Healthy Body Todos los sistemas trabajan juntos en un cuerpo sano
Lesson 4 of 5 Todos los sistemas trabajan juntos en un cuerpo sano
Objectives I Can: Oral language:
name foods that are good for the brain.
state that sleep and personal time are important for a healthy body.
Literacy: • label the parts of a neuron.
STEM and Other Subject Areas:
• name six systems and their related body parts in the human body. • name the parts of a neuron. • state that the brain controls all the systems in our body.
Vocabulary and Expressions
Content obligatory language:
la neurona
el cuerpo de la célula
el núcleo
el áxon
el dendrite
la mielina
la sinapsis
Content compatible language:
los grupos de alimentos
el plato saludable
los alimentos saludables
la proteína
los granos
las frutas
las legumbres
los lácteos
el aguacate
las lentejas
el salmón
las uvas
la espinaca
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
28
los aránados
el arroz integral
el sésamo
el pan de grano entero
los huevos
el camote/la batata
Materials/Resources o PPT 28-36 o 6 pipe cleaners of different colors for each student o scissors o paper plates o crayons and/or colored pencils o index cards each with a vocabulary word of a body system or a part
of the body o Worksheet 4a: Las neuronas
Lesson Storyline and Core Text
The brain is identified as the control center for the entire body. Neurons carry messages to and from the brain to all the parts of the body. Students identify foods that are especially good for the brain and learn about the importance of getting a good night’s sleep and taking personal time.
Key Elements Lesson 4 Procedures
Engagement ● Object, event or question used to engage students. ● Connections facilitated between what students know and can do
Fundamentos del cuerpo
Review the body systems and parts of the body. Options: o Songs with gestures such as Heads, Shoulders, Knees and Toes or the
Hokey Pokey. o Perform several exercises and ask students what body system or
parts of the body are being used. o Play a game of Simón dice.
Direct students to share and discuss the food choices in their ¡Es FÁCIL! logs with partners.
Exploration
● Objects and phenomena are explored. ● Hands-on activities, with guidance.
Un modelo de una neurona PPT 30 Ask students to identify the body system. T: (Point to the nerves.) El sistema nervioso consiste de billones de neuronas. Discuss the visual on the right of the slide. Distribute scissors and 6 pipe cleaners of different colors to each student. PPT 31 Chorally repeat each part of the neuron as you create the model: la neurona, el cuerpo de la célula, el áxon, el dendrite, la mielina, el núcleo, la
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
29
sinapsis.
Estos limpiapipas son las neuronas.
Aquí está el cuerpo de la célula. En centro se llama el núcleo. Model and instruct students to roll the pipe cleaner into a ball.
Esta parte se llama el áxon. El áxon llega mensajes del cuerpo de la célula. Take another pipe cleaner and attach it to the cell body by pushing the pipe cleaner through the ball so that the cell body is in the middle of the pipe cleaner. Now twist the two sides of the pipe cleaner together to make a single extension.
La neurona también tiene dendrites que traen mensajes. Take other
pipe cleaners and cut them in half. Push them into the cell body.
La mielina ayuda a los mensajes de viajar más rápido. Wrap another pipe cleaner around the length of the axon.
Finalmente, la sinapsis conecta a otra neurona. Wrap another pipe cleaner on the end of the axon.
T: Mensajes viajan de una neurona a otra a través de las sinapsis. La sinapsis es un espacio pequeño que separa las neurones. Reinforce the vocabulary using PPT 30, asking students to chorally repeat as they point to each part on their model neuron.
Explanation
● Students explain their understanding of concepts and processes. ● New concepts and skills are introduced as conceptual clarity and cohesion are sought
El centro de control: el cerebro PPT 32 Distribute Worksheet 4a. T: ¿Pueden identificar las partes de una neurona? Assist as needed. Review the parts and their functions:
Los dendrites traen mensajes al cuerpo de la célula.
El núcleo es el centro de la célula.
La mielina ayuda a los mensajes a viajar más rápido.
El áxon lleva mensajes de la célula.
La sinapsis conecta una neurona a otra.
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
30
PPT 33 T: ¿Cómo se llama el centro de control para todos los sistemas? Students respond. T: El cerebro se asegura que todos los sistemas trabajan juntos. Review the parts of the body on the slide and ask students to identify their corresponding system. To review all the systems of the body: Distribute one index card to each student. (Each card has the vocabulary word for a body system or a part of the body.)
Instruct students to find their matching partner and create a short skit in which they use gestures and short expressions/sentences to tell their story.
Write the following sentence on the board and instruct students that this will be the opening of their skits: El cerebro envia un mensaje al sistema_____.
For example: El cerebro envia un mensaje al sistema circulatorio. El centro es el corazón. ¡Es muy importante! Es rojo en color y es muy fuerte. Envia sangre a todas partes del cuerpo. Cuando hacemos ejercicio, el ritmo del corazón es más rápido. Assist as needed.
Allow time for students to share their skits. Record the skits, if possible.
Elaboration
Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.
Alimento para el cerebro T: Ya sabemos que el ejercicio es muy bueno para el cuerpo. También, es importante tener tiempo personal. ¿A quiénes les gusta leer? ¿escuchar música? ¿relajar (descansar)? Students respond. T: El sueño es muy importante también. ¿Cuántos de ustedes duermen ocho horas cada noche? Count the number of students. T: ¿Cuántos de ustedes duermen nueve horas cada noche? Count the number of students. T: ¿Cuántos de ustedes duermen diez horas cada noche? Count the number of students. T: ¿Cuántos de ustedes duermen más que diez horas cada noche? Count the number of students. T: ¿Qué dicen los científicos…necesitamos dormir ocho, nueve, diez, o más horas? Students respond. T: ¡La respuesta correcta es diez! Pero, qué más es bueno para el cuerpo?
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
31
Students respond. T: ¡Exacto – alimentos saludables! Y hay alimentos que son especialmente buenos para las neurones en el cerebro. For the next series of slides, use choral repetition and additional questions such as:
¿Te gusta/n_____?
¿De qué color es_____?
¿Comes_____para el desayuno, el almuerzo, o la cena? (or substitute mañana, tarde, and noche.)
¿Es una fruta/legumbre, etc.? PPT 34 T: Estos alimentos producen la mielina. ¿Por qué es importante? Students respond. T: ¡Correcto! La mielina ayuda a los mensajes viajar más rápido en el cerebro. PPT 35 T: Las uvas, la espinaca, y los aránados ayudan a la sangre en el cerebro y en el cuerpo. PPT 36 T: El arroz integral, el pan de grano entero, y sésamo dan energía a las neurones. PPT 37 T: Los huevos y las batatas protegen las células en el cerebro. T: ¿Están de acuerdo que es fácil tener una vida sana? (Snap your fingers.) Students respond. Direct students to snap their fingers while chorally repeating ¡Es FÁCIL!
Evaluation
Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.
Hacer un plato saludable Distribute one paper plate, supermarket ads, colored pencils/markers, rulers, glue sticks, and scissors. T: Ahora, vamos a hacer otro plato. Esta vez, incluyan otros alimentos para un cerebro sano. Allow time for students to share their plates with partners.
Teacher Reflection - Lesson 4
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
32
What worked well?
What did not work well?
What would I do differently?
Other comments or notes
World Language-STEM MODULE COVERSHEET
Body Basics – Healthy Living Los fundamentos de una vida sana
33
Lesson 5 – Integrated Performance Assessment
Lesson 5 of 5
Materials/Resources PPT 38
Worksheet 5a: Assessment: Un plato saludable
Worksheet 5b: Presentational Task Rubric: ¡Una vida sana es fácil!
Worksheet 5c: Interpersonal Assessment: My ¡Es FÁCIL! Log
Procedures Interpretive Task:
Distribute Worksheet 5a.
Display PPT 38. Review the instructions.
Presentational Task: As part of the ¡Es FÁCIL! Health Program, we have been asked to make posters to display around the school to help other students learn about healthy living.
Distribute materials for the posters.
Distribute the rubric. (Worksheet 5b) Allow time for students to share their posters
Teacher Reflection - Lesson 5
What worked well?
What did not work well?
What would I do differently?
Other comments or notes